Picture word induction model k reed

Picture word induction model k reed

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  Picture Word InductionModel (PWIM) By: Kelli Delise Reed
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  What is PWIM? Relatively new model of teaching Developed by Emily Calhoun Over a 20 year span Research grounded in literacy development In the Information processing family Designed to be major component in language arts curriculums
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  What is PWIM(Cont.) PWIM focuses on the nature of student learning by: 1. Constructing knowledge of printed language *Phonetic and structural analysis 2. Develops skills by: *Extracting and organizing information In all curriculum areas
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  Effects of PWIMon Reading Development PWIM helps students become expert readers through: 1. Extensive reading 2. Development of sight-word vocabularies 3. Development of skills in phonetic and structural analysis 4. Development of comprehension skills 5. The use of extended text
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  How Do ChildrenBecome Literate? 1. Children learn to listen in their native language 2. Children learn to speak in their native language 3. Children classify/sort out the world from birth 4. Children organize what they perceive in order to seek meaning 5. Interacting with adults and peers leads to socialization 6. Reading is important to socialization because children confront new information and ideas
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  Some Interesting Information RegardingLanguage Development By the time children in developed countries reach 5 years old, they are usually able to: a. Speak between 4-6 thousand words b. Understand the words they speak c. Have developed a basic syntactical structure d. Listen with understanding to complex sentences e. Use prepositions and conjunctions in their sentences
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  The “Shaking Out”Process PWIM utilizes the language skills that children have already developed to “Shake Out” words from pictures by drawing lines from picture to chart paper. “Shaking Out” involves: a. Identifying objects b. Identifying actions c. Identifying qualities
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  Making Connections withPWIM Students make connections between pictures and language by: a. Watching as words are spelled b. Spelling the words aloud with the teacher and by themselves c. Associating words with their pictures
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  Steps to Learningto Read and Write with PWIM 1.. “Shake Out” words a. PWIM generally lasts from 2-6 weeks b. Uses large pictures as a common stimulus c. Words placed on large vocabulary cards d. write and say word e. spell word aloud f. Read word again
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  Steps to Learningto Read and Write with PWIM (Cont.) g. Draw a line from picture to word h. Children get their own smaller set of vocabulary cards i. Children keep the vocabulary cards in their own word banks to sort j. Children arrange the cards to make sentences
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  Steps to Learningto Read and Write with PWIM (Cont.) k. Read more and more trade books l. Begin to write to share and communicate m. Select books n. Discuss titles o. Participate in teacher-led discussions p. Connect reading and writing naturally
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  Summary of PWIM A.Inquiry-oriented model of teaching B. Provides multiple opportunities for explicit instruction C. Inductive activities lead students to concept formation D. Ideal for primary grade levels and ESL Learners E. Useful for teaching information and concept in the social sciences
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  References Joyce, B., Weil,M., & Calhoun, E. (2009). The Picture-Word Inductive Model Developing Literacy across the Curriculum. In S.D. Dragin & J. Domingo (8th ed.), Models of teaching (pp. 125-157). Boston, MA: Pearson.